1 emilie amundson dpi, ela consultant spring, 2011 implementing the common core state standards 1

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EMILIE AMUNDSONDPI, ELA CONSULTANT

SPRING, 2011

Implementing the Common Core State

Standards1

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Background Information

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History of Standards-Led Education

1994: Reauthorization of ESEA “Improving America’s Schools Act” (required states to adopt, adapt, or create standards and assessments)

1998: Wisconsin adopted Model Academic Standards (18 subject areas)

2001: NCLB brought accountability for standards-based education to the forefront

2007: Wisconsin begins a deep look at standards revision with partners ADP and P21

2009: Wisconsin joins the Common Core Initiative 2010: Wisconsin adopts Common Core State

Standards

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Impetus for the Common Core State Standards

Currently, every state has its own set of academic standards, meaning public educated students are learning different content at different rates

All students must be prepared to compete with not only their American peers in the next state, but with students around the world

This initiative will potentially affect 43.5 million students which is about 87% of the student population

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Development of Common Core State Standards

Joint initiative of:

Supported by:-Achieve -ACT-College Board -48 States and 3 Territories

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What are the Common Core State Standards?

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“Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.”

(NGA & CCSSO, 2010)

http://www.corestandards.org/

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What’s the Big Deal?

The CCSS initiative is a “sea change” in education for teaching and learning!

The CCSS mandates the student learning outcomes for every grade level.

The CCSS force a common language. Your staff will begin using this language.

Students will be tested and instructional effectiveness will be measured based on CCSS.

Federal funding is tied to CCSS adoption, implementation, and accountability.

English Language Arts and Mathematics CCSS are just the beginning. . .more subject area standards are being developed.

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STUDENTS

PARENTS

EDUCATORS

DISTRICTS

STATES

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Impact on Stakeholders

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Positive Aspects of Common Core State Standards

Equity. Provides equal access to a high quality education

Clarity. Explains exactly what students need to know and be able to do

Mobility. Helps with transitions between states

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Global. Allows states to align curricula to internationally benchmarked standards

Deep. Informs the development of a curriculum that promotes deep understanding for all students

Consistent. Consistent expectations and not dependent on zip code

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Valid Assessments. Assures that what is taught is aligned with assessments including formative, summative, and benchmarking

Policies. Provides the opportunity to compare and evaluate policies that artifact students achievement across states and districts

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A STATE-WIDE EFFORT!

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Implementing the Common Core

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A Vision for Implementation

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Partnerships for Implementation

Wisconsin’s Vision for RtI16

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Opportunities for Collaboration

Communication

Professional learning

Resource development

Curriculum development

Formative and benchmark assessments

Additional resources

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SMARTER BALANCED ASSESSMENT CONSORTIUM

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Assessing the Common Core

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As a portion of the Race to the Top grant program, USED is funding consortia of states that have committed to developing innovative assessments aligned to the Common Core State Standards.

The purpose of the assessment grant is to develop a system that uses technological innovation to provide student achievement data on the Common Core throughout the school year, including the ability to report student achievement above/below grade level. Capable of providing data to measure progress and

proficiency throughout the year (i.e. growth and status) May include multiple components (i.e. formative and

benchmark)

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Wisconsin is a governing state of the SMARTER Balanced Assessment Consortium (SBAC).

DPI staff actively worked on the application for the competitive funding, and will continue to work on all aspects of system planning.

WI is one of seven states elected to SBAC Executive Committee.

Washington State is the fiscal agent and hosts a SMARTER webpage: http://www.k12.wa.us/SMARTER/default.aspx


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The SMARTER Assessment System will include Summative test (grades 3-8 and once in high

school) May be taken multiple times during the last

three months of the school year Student’s best score is used for

accountability Adaptive test platform

More precise indication of performance, stronger indicators of growth

Address needs of ALL students except for 1%


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Assessing the Common Core23

Balance of item types aligned to the Common Core State Standards Adaptive multiple choice items Technology-enhanced constructed -response

Extended constructed- response items

Performance tasks

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Formative and Benchmark Assessments An online clearinghouse of formative strategies, resources, and model units of instruction to inform instruction

An online adaptive benchmark assessment to track progress throughout the year, before the summative assessment

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COMMON CORE STATE STANDARDS FOR ENGLISH

LANGUAGE ARTS AND LITERACY IN

HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL

SUBJECTS

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Content of the Common Core

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Overview to English Language Arts Standards

College and Career Readiness (CCR) Anchor Standards for four strands: Reading, Writing, Speaking and Listening, Language

▪ Overarching targets (parallel for each grade/ grade band)

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Four Strands of English Language Arts Standards and Key Features of Each Strand

Reading: Text complexity and growth of comprehension Grades K-5: Literature and Informational Text

Grades K-5: Reading Foundational Skills

Grades 6-12: Literature and Informational Text

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Four Strands of English Language Arts Standards and Key Features of Each Strand

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Writing: Text types, responding to reading, and research

Speaking and Listening: Flexible communication and collaboration

Language: Conventions and vocabulary

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Reading Strand29

● Key ideas and details● Craft and structure● Integration of

knowledge and ideas● Range of Reading and

level of text complexity

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Example: Key Ideas and Details, Grade 2

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3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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Reading Standards: Foundational Skills (K-5)31

Print concepts (Grades K – 1)Phonological awareness (Grades K – 1)Phonics and word recognition (Grades K – 5)

Fluency (Grades K – 5)

Example: Phonics and Word Recognition, Kindergarten

3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.(additional elaboration 3. b - d.)

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Writing Strand33

Text types and purposesProduction and distribution of writing

Research to build and present knowledge

Range of writing

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Example: Production and Distribution of Writing, Grade 8

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6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

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Speaking and Listening Strand

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Comprehension and collaboration

Presentation of knowledge and ideas

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Example: Comprehension and Collaboration, Grade 3

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1. Engage effectively in a range of collaborative discussions (one-0n-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.(additional elaboration 1. a. – d.)

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Language Strand37

Conventions of Standard English

Knowledge of language

Vocabulary acquisition and use

Example: Knowledge of Language, Grades 11-12

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

(additional elaboration 3. a.)

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Literacy Standards

Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Grades 6-12: Standards for Literacy in History/Social Studies, Science, & Technical Subjects▪ Based on CCR Anchor Standards for

Reading ▪ Based on CCR Anchor Standards for

Writing

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▪ Presented as grade bands: 6-8, 9-10, 11-12

▪ Technical subjects: defined as engineering, technology, business, design, and other workforce-related subjects; technical aspects of wider fields of study such as art and music

Example: Literacy in History/Social Studies, Integration of Knowledge and Ideas, Grades 9

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7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

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Old to New – English Language Arts“Reading Informational Text”

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1998 to June 2010 (Model Academic Standard)

June 2010 and Beyond(Common Core State Standard)

6th Grade

None 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

8th Grade

Evaluate the themes and main ideas of a work considering its audience and purpose

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Has many interpretations

More Specific

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Three-Part Model for Measuring Text Complexity

Text complexity is defined by: Qualitative

dimensions Quantitative

dimensions Reader and task

considerations

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Qualitative dimensions of text complexity Levels of meaning or

purpose Structure Language conventionality

and clarity Knowledge demands

Only measureable by an attentive human reader

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Quantitative dimensions of text complexity Word length or frequency Sentence length Text cohesion

Typically measured by computer software

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Reader and task considerations Variables specific to particular

readers (such as motivation, knowledge, and experiences)

Variables specific to particular tasks (such as purpose and the complexity of the task assigned and the questions posed)

Measured by teachers employing their professional judgment, experience, and knowledge of their students and the subject

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Measured by:Attentive human

readerComputer softwareTeacher judgment,

experience, and knowledge of their students and the subject

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Reading standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate level of complexity by grade and includes sample performance tasks based on specific standards

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Common Core State Standards

Reading – Fourth Grade ExampleStudents compare and contrast a

firsthand account of African American ballplayers in the Negro Leagues to a secondhand account of their treatment found in books such as Kadir Nelson’s We Are the Ship: The Story of Negro League Baseball, attending to the focus of each account and the information provided by each. [RI.4.6]

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Reading – Eighth Grade ExampleStudents analyze Walt Whitman’s “O

Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]

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Reading – Tenth Grade ExampleStudents analyze how Abraham Lincoln in

his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. [RI.9–10.3]

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Writing: Samples of Student Writing

Annotated to illustrate the criteria required to meet the CCSS in types of writing: Argument (Opinion through grade 5) Informative/explanatory Narrative

Illustrates range of accomplishment by grade

Illustrates range of writing conditions (homework, on demand, research projects)

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And Writing – 4th Grade

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Portrait of Students Who Meet ELA Standards

Students: Demonstrate independence Build strong content knowledge Respond to the varying demands of

audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media

strategically and capably Come to understand other perspectives and

cultures

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Further Information

DPI website:

http://www.dpi.wi.gov/standards/index.html

http://www.dpi.wi.gov/oea/sbac.html

Common Core State Standards Initiative:

http://corestandards.org/

Foundations Kithttp://www.cesa7.org/schoolimprove/documents/CESA7FoundationsKitAll.pdf

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Thank You

1 emilie amundson dpi, ela consultant spring, 2011 implementing the common core state standards 1

Documents

common core standards

common core initiative

standards revision

common language

history of standards

benchmarked standards

standardsbased education

model academic standards